EDUC 584: Writing the Professional Development Plan (PDP)
(1 Credit)
Location: Online Dates: August 1, 2012 – September 15, 2012 The College of Education of Cardinal Stritch University is “Devoted to bridging knowledge, practice, and service.”
http://584educ.wikispaces.com/
*Before participating in the course, participants will need to go to the course link, create a Wikispaces account, and request to “join” the course wiki. The instructor will then need to approve the membership request. After requesting membership, please allow 48 hours for the membership request to be approved by the instructor.
LENGTH OF COURSE
Course activities will be available on the Course Wiki beginning July 1, 2012. All assignments and activities must be completed and turned in by August 15, 2012.
COURSE DESCRIPTION
This course will assist initial educators who are teachers in using student assessments and supervisor feedback to select two or more Wisconsin Educator Standards in which to base a plan for professional development. This course will assist the initial educator in the development of Professional Development Plan (PDP) as determined by PI 34. The course will include 12.5 hours of online coursework.
REQUIRED TEXT
Materials as provided by Department of Public Instruction website, WI Teacher Standards for Development and Licensure, and K-12 Model Academic Standards, and Standards and other materials as appropriate.
SEQUENCE OF TOPICS
The course activities are divided into three self-directed modules with accompanying progress checklists. In Module 1, we will focus on gaining an in-depth understanding of the Wisconsin Educator Standards andPI-34. In Module 2, we will conduct a data review and focus on writing the professional development plan goal. In Module 3, we will focus on writing the objectives and activities sections of the PDP and discuss year 5 of the PDP process.
GENERAL COURSE EXPECTATIONS
The syllabus is subject to change based on the needs of the class as determined by instructor and students.
Assignment completion is assumed. To receive a passing grade on assignments, candidates must have submitted all work by the due date, demonstrate insightful reflection and accurate interpretation, and follow assignment guidelines. Requests for extensions must be made in advance of the due date along with the approval of the instructor.
Students can expect a prompt response when contacting the instructor with questions. Email messages will be responded to within 48 hours.
PROGRAM OUTCOMES
Primary program outcomes reflect Wisconsin Standards for Teacher Development.
Wisconsin Standards for Teacher Development and Licensure
Standard 1: Teacher know the subjects they are teaching.
Standard 2: Teachers know how children grow and can provide appropriate instruction.
Standard 3: Teachers understand that children learn differently and can meet their diverse needs.
Standard 4: Teachers know how to teach.
Standard 5: Teachers know how to manage a classroom.
Standard 6: The teacher communicates well.
Standard 7: Teachers are able to plan different kinds of lessons.
Standard 8: Teachers know how to test for student progress.
Standard 9: Teachers are able to evaluate themselves.
Standard 10: Teachers are connected with other teachers and the community.
COURSE OUTCOMES
Upon successful completion of the course:
Initial educators will demonstrate an awareness and understanding of the K-12 Student Academic Standards, and WI Standards for Teacher Development and Licensure (Standards 1 through 10).
Assessment: Students will develop a professional development plan (PDP) using the appropriate standards throughout the document.
Initial educators will develop their own Professional Development Plan as required for newly licensed educators (Standards 1 through 10).
Assessment: Students will develop a professional development plan (PDP) including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.
Initial educators will investigate student data and supervisor feedback to develop appropriate improvement goals that are measurable, attainable, specific, realistic and time oriented (Standards 8 and 9).
Assessment: Students will develop a professional development plan including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.
Initial educators will thoughtfully select a verifiable goal that is clearly relevant to their self-reflection, explicitly aligned with the WI Educator Standards and carefully describes its potential impact of their professional growth and impact on student learning (Standards 1 through 10).
Assessment: Students will develop a professional development plan including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.
Initial educators will thoughtfully develop an assessment plan for documenting progress
toward the goal in terms of their own professional growth and student learning (Standards 8 and 9).
Assessment: Students will carefully select objectives and activities to support goal attainment. The projected timeline and opportunities for collaboration with colleagues will be outlined.
Initial educators will present their PDP to their cohort (Standard 6).
Assessment: Students will present their PDP to their cohort group for feedback.
COURSE ASSIGNMENT AND GRADING SYSTEM
Professional Development Plan (PDP) 65%
Activities and Assignments 35%
Grading Scale:
Superior
Very Good
Satisfactory
Poor/low pass
Fail
A 4.0
A- 3.67
B+ 3.33
B 3.00
B- 2.67
C+ 2.33
C 2.00
C- 1.67
D+ 1.33
D 1.00
D- .67
F .66 or lower
ASSIGNMENT SUBMISSION RULES
Assignments must be received by the midnight of the due date via online submission or as directed by your instructor.
Always keep a copy of your assignment.
All work is to be in the student’s own words representing the student’s ideas unless specifically noted. All written work is expected to be online and of graduate quality, including details of spelling, punctuation, and format.
GENERAL RESOURCES
Students should have access to personal computers with audio/video capabilities, their own or organizational.
The ability to get online to the online site and interact with the software online.
LATE ASSIGNMENT POLICY
Regular and timely participation in course activities, assignments and projects.
Assignment dates should be taken seriously. Late assignments will be assessed a penalty of 15%. No late work will be accepted unless the student and instructor have agreed in writing before the due date. Email is accepted as a form of writing. The instructor may or may not grant an extension based on the circumstances. Extenuating circumstances such as illness or personal crisis will be considered.
If the instructor grants an extension then the new date will become the due date.
UNIVERSITY POLICIES
Statement of Academic Integrity
Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student's actions reflect their moral character and, by extension, to University's reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook.
Statement of Compliance with the Rehabilitation Act of 1973
Cardinal Stritch University and this instructor wish to positively affirm the intent of the American Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made.
EDUC 584: RUBRIC FOR PROFESSIONAL DEVELOPMENT PLAN (PDP):
PDP Goal Approval Component Review for Initial Educators Educator Name: PDP Team Member Name: Date:
Review Questions
Check Y/N
Step II A
II A.1 Did he/she include a description of his/her teaching, pupil services, or administrative position?
II A.2 Did he/she included the number of years in teaching, been in pupil services, or been an administrator?
II A.3 Did he/she include whether the school is located in an urban, suburban, or rural setting?
II A.4 Did he/she include the ethnic, special needs, and socioeconomic makeup of the school population?
II A.5 Did he/she include his/her building and/or district goals
Step II B
II B.1 Did he/she state how his/her goal(s) will lead to professional growth?
II B.2 Did he/she state how his/her professional growth will have an effect on student learning?
Step II C
II C.1 Did he/she include a rationale for how his/her goal(s) link to his/her school/teaching/administrative/pupil services situation?
II C.2 Did he/she identify which Wisconsin Educator Standards will promote his/her professional growth (two or more – use language from the standards – do not merely list the numbers)?
Step II D
II D.1 Did he/she include methods to assess his/her professional growth?
II D.2 Did he/she include methods to assess the effect of his/her professional growth on student learning?
Step II E Objectives
II E.1 Did he/she include objectives that directly address his/her goal(s)?
II E.2 Did he/she include objectives that are observable and verifiable?
Step II E Activities
II E.3 Did he/she align activities with his/her goal(s) and objectives?
II E.4 Did he/she extend the activities through multiple years of the licensure cycle?
II E.5 Did he/she state the timeline?
Step II E Collaboration
II E.6 Did he/she include collaboration with others in his/her plan?
Indicate the points for each criterion and total using whole or half points (e.g. 2.5)
EDUC 584: Writing the Professional Development Plan (PDP)
(1 Credit)
Location: OnlineDates: August 1, 2012 – September 15, 2012
The College of Education of Cardinal Stritch University is “Devoted to bridging knowledge, practice, and service.”
*Before participating in the course, participants will need to go to the course link, create a Wikispaces account, and request to “join” the course wiki. The instructor will then need to approve the membership request. After requesting membership, please allow 48 hours for the membership request to be approved by the instructor.
Course activities will be available on the Course Wiki beginning July 1, 2012. All assignments and activities must be completed and turned in by August 15, 2012.
COURSE DESCRIPTION
This course will assist initial educators who are teachers in using student assessments and supervisor feedback to select two or more Wisconsin Educator Standards in which to base a plan for professional development. This course will assist the initial educator in the development of Professional Development Plan (PDP) as determined by PI 34. The course will include 12.5 hours of online coursework.
REQUIRED TEXT
Materials as provided by Department of Public Instruction website, WI Teacher Standards for Development and Licensure, and K-12 Model Academic Standards, and Standards and other materials as appropriate.
SEQUENCE OF TOPICS
The course activities are divided into three self-directed modules with accompanying progress checklists. In Module 1, we will focus on gaining an in-depth understanding of the Wisconsin Educator Standards andPI-34. In Module 2, we will conduct a data review and focus on writing the professional development plan goal. In Module 3, we will focus on writing the objectives and activities sections of the PDP and discuss year 5 of the PDP process.
GENERAL COURSE EXPECTATIONSPROGRAM OUTCOMES
Primary program outcomes reflect Wisconsin Standards for Teacher Development.
Wisconsin Standards for Teacher Development and Licensure
Standard 1: Teacher know the subjects they are teaching.
Standard 2: Teachers know how children grow and can provide appropriate instruction.
Standard 3: Teachers understand that children learn differently and can meet their diverse needs.
Standard 4: Teachers know how to teach.
Standard 5: Teachers know how to manage a classroom.
Standard 6: The teacher communicates well.
Standard 7: Teachers are able to plan different kinds of lessons.
Standard 8: Teachers know how to test for student progress.
Standard 9: Teachers are able to evaluate themselves.
Standard 10: Teachers are connected with other teachers and the community.
COURSE OUTCOMES
Upon successful completion of the course:
Assessment: Students will develop a professional development plan (PDP) using the appropriate standards throughout the document.
Assessment: Students will develop a professional development plan (PDP) including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.
Assessment: Students will develop a professional development plan including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.
Assessment: Students will develop a professional development plan including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.
toward the goal in terms of their own professional growth and student learning (Standards 8 and 9).
Assessment: Students will carefully select objectives and activities to support goal attainment. The projected timeline and opportunities for collaboration with colleagues will be outlined.
Assessment: Students will present their PDP to their cohort group for feedback.
COURSE ASSIGNMENT AND GRADING SYSTEM
Professional Development Plan (PDP) 65%
Activities and Assignments 35%
Grading Scale:A- 3.67
B 3.00
B- 2.67
C 2.00
C- 1.67
D 1.00
D- .67
ASSIGNMENT SUBMISSION RULES
GENERAL RESOURCES
LATE ASSIGNMENT POLICY
UNIVERSITY POLICIES
Statement of Academic Integrity
Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student's actions reflect their moral character and, by extension, to University's reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook.
Statement of Compliance with the Rehabilitation Act of 1973
Cardinal Stritch University and this instructor wish to positively affirm the intent of the American Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made.EDUC 584: RUBRIC FOR PROFESSIONAL DEVELOPMENT PLAN (PDP):
PDP Goal Approval Component Review for Initial EducatorsEducator Name:
PDP Team Member Name:
Date:
Indicate the points for each criterion and total using whole or half points (e.g. 2.5)
Name:
Date:
Total Score out of 17:
Grade:
A: 16.5 – 17; A-: 15-16; B+: 13.5-14.5; B: 12-13; B-: 10.5-11.5; C+: 9-10; C: 6-9; C-, D, or F: 5 or less.